Avaliação da aprendizagem em matemática: concepções norteadoras da prática docente na educação básica

Abstract

Learning assessment is an important tool in the teaching-learning process, and one of the most controversial aspects of this process. In front of the attention that the subject demands and arouses, this research aimed to analyze dissertations that deal with conceptions of learning assessment in the school discipline of Mathematics in basic education, in order to identify the predominant conception(s) in the teachers’ assessment practice, based on an integrative review. To select the dissertations, a search was carried out on the digital platforms of Capes and the Biblioteca Digital Brasileira de Tese e Dissertações (BDTD), with a time frame from 2010 to 2021. Once the search was completed, only six dissertations were used for the production of data because they meet the objective proposed by this research, which shows the shortage of studies related to the topic in question. Data analysis was guided by studies by authors, including Luckesi (2002), Libâneo (2006a, 2006b) and D'Ambrosio (2009). In summary, after the analysis, it was found that the practice used by mathematics teachers in basic education to assess student learning is guided by a traditional conception, although many show a discourse aimed at the emancipation of students.